Bloom's Taxonomy of Cognitive Levels
(Required for preparing Course Outcomes statements)
Bloom's Taxonomy defines six different levels of thinking. The levels build in increasing order
of difficulty from basic, rote memorization to higher (more difficult and sophisticated) levels of
critical thinking skills. For example, a test question that requires simple factual recall shows that
you have knowledge of the subject. Answering an essay question often requires that you
comprehend the facts and perhaps apply the information to a problem. I wish to promote the
analysis the subject matter, perhaps by having students break a complex historical process or
event into constituent parts. I particularly want students to organize and present pieces of
historical evidence it in a new way, to create or synthesize an argument. In order to do so,
students must evaluate evidence, making judgments about the validity and accuracy of primary
sources.
Knowing about the different levels of thinking can help you perform better on papers, tests, and
other assignemnts. Often scores will increase if you include something in your answer, paper or
project that shows you have analyzed, synthesized, or evaluated the subject matter. Put another
way, avoid simple regurgitation. Studying the definitions and verbs below will help you think
more creatively about and with greater understanding of the subject. This is a revision of the
orignal taxonomy, updated in accordance with current pedagogy and learning studies. If you're
unsure that some of the above boldfaced verbs mean, check this typology of essay verbs.
Critical Thinking Activity Relevant Sample Sample Sample Sources
[arranged lowest to highest] Verbs Assignments or Activities
1. Remembering Retrieving, 1. Define each of
Written records,
recognizing, and recalling Acquire, Define, these terms:
films, videos,
relevant knowledge from long- Distinguish, Draw, encomienda,
models, events,
term memory, eg. find out, Find, Label, List, conquistador,
media, diagrams,
learn terms, facts, methods, Match, Read, Record gaucho 2. What was
books.
procedures, concepts the Amistad?
2. Understanding Constructing
meaning from oral, written, and
Compare, 1. Compare an
graphic messages through
Demonstrate, invertebrate with a
interpreting, exemplifying, Trends,
Differentiate, Fill in, vertebrate. 2. Use a
classifying, summarizing, consequences,
Find, Group, Outline, set of symbols and
inferring, comparing, and tables, cartoons
Predict, Represent, graphics to draw the
explaining. Understand uses
Trace water cycle.
and implications of terms, facts,
methods, procedures, concepts
Convert, 1. Convert the
3. Applying Carrying out or
Demonstrate, following into a Collection of
using a procedure through
Differentiate real-world problem: items, diary,
executing, or implementing.
between, Discover, velocity = dist./time. photographs,
Make use of, apply practice
Discuss, Examine, 2. Experiment with sculpture,
theory, solve problems, use
Experiment, Prepare, batteries and bulbs illustration
information in new situations
Produce, Record to create circuits.
4. Analyzing Breaking material
into constituent parts,
determining how the parts Classify, Determine,
1. Illustrate
relate to one another and to an Discriminate, Form
examples of two Graph, survey,
overall structure or purpose generalizations, Put
earthquake types. 2. diagram, chart,
through differentiating, into categories,
Dissect a crayfish questionnaire,
organizing, and attributing. Illustrate, Select,
and examine the report
Take concepts apart, break Survey, Take apart,
body parts.
them down, analyze structure, Transform
recognize assumptions and
poor logic, evaluate relevancy
5. Evaluating Making 1. Defend or negate
Letters, group
judgments based on criteria and Argue, Award, the statement:
with discussion
standards through checking and Critique, Defend, "Nature takes care
panel, court trial,
critiquing. Set standards, judge Interpret, Judge, of itself." 2. Judge
survey, self-
using standards, evidence, Measure, Select, the value of
evaluation, value,
rubrics, accept or reject on Test, Verify requiring students to
allusions
basis of criteria take earth science.
6. Creating Putting elements
together to form a coherent or
functional whole; reorganizing
1. Create a
elements into a new pattern or Synthesize, Arrange,
demonstration to Article, radio
structure through generating, Blend, Create,
show various show, video,
planning, or producing. Put Deduce, Devise,
chemical properties. puppet show,
things togther; bring together Organize, Plan,
2. Devise a method inventions, poetry,
various parts; write theme, Present, Rearrange,
to teach others about short story
present speech, plan Rewrite
magnetism.
experiment, put information
together in a new & creative
way
